Above: Our Montessori classroom. This environment has been carefully designed to maximize learning. Students are free to choose materials of their choice from the various shelves (LA, Math, Science/Religion, Social Studies/Geography) after our whole-group lesson and may work where ever they wish, with or without a partner. Every material is connected to the Alberta Grade One Program of Studies and the Montessori Curriculum.
Class Profile
I teach in a dual-track Catholic Montessori School. We strictly adhere to the Alberta Program of Studies, using Montessori materials and activities throughout the day to meet those outcomes.
There are many variables that affect my teaching practice. The needs of the individual student always come first!
I have a few students that need extra attention; I will refer to all of them in masculine form to protect their privacy.
Child A is very active and can be very impulsive. I have looked at his needs and have tried different strategies with success, including leniency on snack time (he is able to eat whenever he feels he needs to in case his behavior is blood-sugar related), getting him a 1-minute sand timer so he can visually see the time he has to start a task, use of a checklist for increased structure, and allowing him more time to write on a vertical surface (whiteboard) to increase his movement. Admin and parent support has also helped this student.
Child B has recently been through traumatic family experiences and is currently accessing the district's counseling support.
Child C and D are very high acedemically; I am constantly using the Montessori materials and other materials to tier lessons for them.
I have a few students using the Literacy Intervention Program through our school. This has been so successful and compliments the extra literacy support they recieve in the classroom!
As much as possible I try to incorporate the children's interests in our day. I have bought books (using Scholastic points) about animals they have mentioned, get books out of the library, and allow as much choice as possible during whole-group lessons. For example, when we worked intensively on measurement as a whole group, I let a few of the boys use their mini-hockey-sticks as a "measurement tool" to measure furniture around the classroom. I have found being open to little things like this goes a long way with student engagment and student learning.
There are many variables that affect my teaching practice. The needs of the individual student always come first!
I have a few students that need extra attention; I will refer to all of them in masculine form to protect their privacy.
Child A is very active and can be very impulsive. I have looked at his needs and have tried different strategies with success, including leniency on snack time (he is able to eat whenever he feels he needs to in case his behavior is blood-sugar related), getting him a 1-minute sand timer so he can visually see the time he has to start a task, use of a checklist for increased structure, and allowing him more time to write on a vertical surface (whiteboard) to increase his movement. Admin and parent support has also helped this student.
Child B has recently been through traumatic family experiences and is currently accessing the district's counseling support.
Child C and D are very high acedemically; I am constantly using the Montessori materials and other materials to tier lessons for them.
I have a few students using the Literacy Intervention Program through our school. This has been so successful and compliments the extra literacy support they recieve in the classroom!
As much as possible I try to incorporate the children's interests in our day. I have bought books (using Scholastic points) about animals they have mentioned, get books out of the library, and allow as much choice as possible during whole-group lessons. For example, when we worked intensively on measurement as a whole group, I let a few of the boys use their mini-hockey-sticks as a "measurement tool" to measure furniture around the classroom. I have found being open to little things like this goes a long way with student engagment and student learning.